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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | SÖB6015 | DESIGNING TEACHING PROCESS AND APPLICATIONS | Compulsory | 1 | 1 | 5 |
| | Level of Course Unit | | Second Cycle | | Objectives of the Course | | With this course candidate is intended to know giving directions to instructional design theory, models, strategies, methods and techniques; models used in the configuration of instructional design and construct the convenient teaching design based on these. | | Name of Lecturer(s) | | | Learning Outcomes | | 1 | 1. Know the principles of design approaches and they see the front guiding the instructional design. | | 2 | 2. Creates instructional design based on the predictions the principles of learning approaches (cognitive, behavioral, constructivist) | | 3 | 3. Know guiding design principles and theories predict that the instructional design. | | 4 | 4. Prepare instructional design based on the prediction of academic theory (Front End Theory Teaching Environments; Bandura's Social Cognitive Theory; Cognitive Apprenticeship Theory; Cognitive Flexibility (Cognitive Flexibility) Theory; Coupled Bransford (Anchored) Learning Theory; Bruner's Constructivist Theory; DeBono's Comprehensive (lateral) Thinking Theory; Based on case (Case Based) Theory of Education; Gagne's Information Processing Theory; Gagne's Nine-Step (Nine Events) Theory; Gardner's Theory of Multiple Intelligences; Gestalt Theory; Functional Context Learning Theory; Jonassen's Theory of Constructivist Learning Environments; Keller's Motivation Theory; Laven-State (Situated) Learning Theory; Mayer's SOI (Select, Organize and Integrate) Teaching Theory; Merrill's Item Display (Component Display) Theory; Neuro Physiological Theory; Teaching Activities (Instructional Transaction) Theory; Paivio's Dual Coding Theory; Classical Conditioning Theory of Pavlow; Perkins and Unger's Theory of Learning and Teaching for Understanding; Piaget's Genetic Epistemology Theory; Piaget's Theory of Cognitive Constructivism; Problem-Based Teaching Theory; Reigeluth's Elaboration (elaboration) Theory; Rogers empiricist learning theory; Systematic Behavior Theory; Skinner's Theory of Programmed Instruction; Skinner's operant conditioning theory; Thorndike's Connectionism (Connectionism) Theory; Social Constructivism Theory Vygotsky; Watson Contiguity Theory) | | 5 | 5. Know the teaching model and application steps used to configure the instructional design. | | 6 | 6. According to the purpose of creating instructional design course use one of the models (4C (Four Component) - ID Model (The Merrienboer), 7 Teaching Model, ADDIE Model, ARCS Model, ASSURE Model, Dick and Carey Model, Gagne, Briggs and Wager Model, Gerlach-Ely Model, Kirkpatrick Evaluation Model Based Criteria (Criterion referenced) Teaching Model, Morrison, Ross and Kemp Model, Seels and Glasgow Model, Smith and Ragan Model) | | 7 | 7. Know the characteristics of the corresponding teaching strategies and instructional design to implementation. | | 8 | 8. According to the course's purpose in creating instructional design uses one of the strategies. (Instructional Strategies Through Research & Polling, Instructional Strategies Through the invention, Expository Teaching Strategy) | | 9 | 9. Know the teaching methods and properties used in the practice of instructional design. 10. Instructional design according to the creating course aims (Lecture Method, Drama, Excursion Observation Method, Demonstration Method, Teaching Collaborative Game-Teaching Method, Case Method, Problem Based Learning Methods, Project Development Method, Question and Answer Method) takes advantage of the method. 11. Know the teaching methods and properties used in the practice of instructional design. 12. Benefit from the technic according to aim of the course when the constructing the instruction design: Six Thinking Hats, Simulation Technique, Brainstorming, Computer Assisted Instruction Technique, Experiment-Observation Techniques, Drama Techniques, Performing Techniques, Problem Solving Techniques, Programmed Instruction Techniques, Role Playing Technique | | 10 | 10. Öğretim tasarımlarını oluştururken dersin amacına göre (Anlatım Yöntemi, Drama Yöntemi, Gezi Gözlem Yöntemi, Gösterip Yaptırma Yöntemi, İşbirliğine Dayalı Öğretim Yöntemi, Oyunla Öğretim Yöntemi, Örnek Olay Yöntemi, Probleme Dayalı Öğretim Yöntemi, Proje Geliştirme Yöntemi, Soru-Cevap Yöntemi) yöntemlerinden yararlanır. 11. Öğretim tasarımlarının uygulamalarından kullanılan öğretim tekniklerini ve özelliklerini bilir. 12. Öğretim tasarımlarını oluştururken dersin amacına göre (Altı Şapkalı Düşünme Tekniği, Benzetim Tekniği, Beyin Fırtınası Tekniği, Bilgisayar Destekli Öğretim Tekniği, Deney-Gözlem Tekniği, Drama Tekniği, Gösteri Tekniği, Problem Çözme Tekniği, Programlı Öğretim Tekniği, Rol Oynama Tekniği) tekniklerinden yararlanır. |
| | Mode of Delivery | | Formal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | • Giving directions to instructional design theories: Front End Theory Teaching Environments; Bandura's Social Cognitive Theory; Cognitive Apprenticeship Theory; Cognitive Flexibility (Cognitive Flexibility) Theory; Coupled Bransford (Anchored) Learning Theory; Bruner's Constructivist Theory; DeBono's Comprehensive (lateral) Thinking Theory; Based on case (Case Based) Theory of Education; Gagne's Information Processing Theory; Gagne's Nine-Step (Nine Events) Theory; Gardner's Theory of Multiple Intelligences; Gestalt Theory; Functional Context Learning Theory; Jonassen's Theory of Constructivist Learning Environments; Keller's Motivation Theory; Laven-State (Situated) Learning Theory; Mayer's SOI (Select, Organize and Integrate) Teaching Theory; Merrill's Item Display (Component Display) Theory; Neuro Physiological Theory; Teaching Activities (Instructional Transaction) Theory; Paivio's Dual Coding Theory; Classical Conditioning Theory of Pavlow; Perkins and Unger's Theory of Learning and Teaching for Understanding; Piaget's Genetic Epistemology Theory; Piaget's Theory of Cognitive Constructivism; Problem-Based Teaching Theory; Reigeluth's Elaboration (elaboration) Theory; Rogers empiricist learning theory; Systematic Behavior Theory; Skinner's Theory of Programmed Instruction; Skinner's operant conditioning theory; Thorndike's Connectionism (Connectionism) Theory; Social Constructivism Theory Vygotsky; Watson Contiguity Theory
• Teaching models used in the configuration of instructional design: 4C (Four Component) - ID Model (The Merrienboer), 7 Teaching Model, ADDIE Model, ARCS Model, ASSURE Model, Dick and Carey Model, Gagne, Briggs and Wager Model, Gerlach-Ely Model, Kirkpatrick Evaluation Model Based Criteria (Criterion referenced) Teaching Model, Morrison, Ross and Kemp Model, Seels and Glasgow Model, Smith and Ragan Model
• Corresponding to the application of instructional design instructional strategies: Instructional Strategies Through Research & Polling, Instructional Strategies Through the invention, Expository Teaching Strategy
• Teaching methods used in the practice of instructional design: Lecture Method, Drama, Excursion Observation Method, Demonstration Method, Teaching Collaborative Game-Teaching Method, Case Method, Teaching Problem-Based, Project Development Method, Question-Answer Method
• Teaching methods used in the application of instructional design: Six Thinking Hats, Simulation Technique, Brainstorming, Computer Assisted Instruction Technique, Experiment-Observation Techniques, Drama Techniques, Performing Techniques, Problem Solving Techniques, Programmed Instruction Techniques, Role Playing Technique
| | Weekly Detailed Course Contents | |
| 1 | Guiding approaches to instructional design (cognitive behavioral approaches approaches constructivist approach) and envisaged the design principles
| | | | 2 | Envisaged the theory and design principles guiding the instructional design
| | | | 3 | Envisaged the theory and design principles guiding the instructional design
| | | | 4 | Teaching models used in the configuration of instructional design (4C (Four Component) - ID Model (The Merrienboer), 7 Teaching Model, ADDIE Model, ARCS Model, ASSURE Model, Dick and Carey Model, Gagne, Briggs and Wager Model, Gerlach-Ely Model, Kirkpatrick Evaluation Model Based Criteria (Criterion Referenced) Teaching Model, Morrison, Ross and Kemp Model, Seels and Glasgow Model, Smith and Ragan Model)
| | | | 5 | Teaching models used in the configuration of instructional design (4C (Four Component) - ID Model (The Merrienboer), 7 Teaching Model, ADDIE Model, ARCS Model, ASSURE Model, Dick and Carey Model, Gagne, Briggs and Wager Model, Gerlach-Ely Model, Kirkpatrick Evaluation Model Based Criteria (Criterion Referenced) Teaching Model, Morrison, Ross and Kemp Model, Seels and Glasgow Model, Smith and Ragan Model)
| | | | 6 | Teaching strategies and instructional practices to the corresponding features of design (Teaching Strategies Through Research & Polling, Instructional Strategies Through the invention, Expository Teaching Strategy) | | | | 7 |
The teaching methods and properties used in the application of instructional design (Lecture Method, Drama, Excursion Observation Method, Demonstration Method, Teaching Collaborative Game-Teaching Method, Case Method, Teaching Problem-Based, Project Development Method, Question-Answer Method)
| | | | 8 | Teaching techniques and features used in the application of instructional design (Six Thinking Hats, Simulation Technique, Brainstorming, Computer Assisted Instruction Technique, Experiment-Observation Techniques, Drama Techniques, Performing Techniques, Problem Solving Techniques, Programmed Instruction Techniques, Role Playing Technique)
| | | | 9 | Structured model of the teaching program (Flexible Models, interactive models, intuitive models, Compound Models)
| | | | 10 | Structured model of education (Heuristic models, Compound Models)
| | | | 11 | Structured model of the curriculum (Core Models, Linear Models)
| | | | 12 | Instructional design course and scope of recovery were selected; educational theories, approaches, models, strategies, methods and techniques and design according to one of the instructional design models
Instructional design course and scope of recovery were selected; educational theories, approaches, models, strategies, methods and techniques and design according to one of the instructional design models
Instructional design course and scope of recovery were selected; educational theories, approaches, models, strategies, methods and techniques and design according to one of the instructional design models
Final Sınavı
Guiding approaches to instructional design (cognitive behavioral approaches approaches constructivist approach) and envisaged the design principles | | | | 13 | Instructional design course and scope of recovery were selected; educational theories, approaches, models, strategies, methods and techniques and design according to one of the instructional design models
| | | | 14 | Instructional design course and scope of recovery were selected; educational theories, approaches, models, strategies, methods and techniques and design according to one of the instructional design models
Instructional design course and scope of recovery were selected; educational theories, approaches, models, strategies, methods and techniques and design according to one of the instructional design models
| | | | 15 | Final Sınavı
| | | | 16 | Guiding approaches to instructional design (cognitive behavioral approaches approaches constructivist approach) and envisaged the design principles | | |
| | Recommended or Required Reading | | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 10 | 10 | | Final Examination | 1 | 20 | 20 | | Attending Lectures | 14 | 3 | 42 | | Project Preparation | 1 | 10 | 10 | | Self Study | 6 | 10 | 60 | | Individual Study for Homework Problems | 1 | 10 | 10 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO6 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO7 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO8 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO9 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | LO10 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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Ordu University Rectorate Building ,Cumhuriyet Campus , Center / ORDU / TURKEY • Tel: +90 452 226 52 00
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